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General Oceanography
Name______________________
Geology 105
Expedition 9 – NOVA – Japans’ Killer Quake
See Due Date in Greensheet or in Module Area of Canvas
Objective: Learn about the 2011 Tohoku earthquake and tsunami, including the application
of science to study this natural event, and its implications for the coastal areas of the
western U.S.
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Remember to answer the questions below and take notes
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Required learning group discussion instructions at the end of this worksheet
Public Broadcasting Service, Oregon Public Broadcasting, NOVA – Japan’s Killer Quake
first aired on March 30, 2011
I. Part I (nearly 14 minutes-long) - http://youtu.be/SMgSOYaTI1g
1. Introduction – What is the objective of this NOVA program?
2. Scientific Objectives
What is Roger Bilham trying to measure?
__________________________________
b. __________________________________
a.
3. The earthquake
Where was the earthquake located? __________________________
Which seismic waves caused the major ground shaking, which resulted in extensive
damage?
_______________________________________
Why was the Fukushima reactor still a danger even though it was shutdown?
_______________________________________
Why were seismologists surprised by the great size of this earthquake?
Describe the plate tectonic setting of this earthquake?
How long had energy been building up, and stored in the crust, prior to the earthquake?
How long did the earthquake shaking last in Tokyo? _____________
What happened to the ground beneath the tourist?
Did Japan’s earthquake warning system work?
What was the magnitude of this earthquake?
Why did the people of Japan know that the earthquake was only the beginning of the
threat?
Describe how the upper plate of the subduction zone behaves as the plate boundary fault
slips and how this results in a tsunami?
II. Part 1B (14.5 minutes long) - http://youtu.be/2ob9dl_EknU
4. The tsunami
How fast does a tsunami travel? ___________________________
How high is the tsunami in the open ocean? _____________________
What factor controls the speed of a tsunami? _____________________
Why does the wave “break” as it approaches the shore?
What happens typically happens to the sea near land before the tsunami arrives?
Why does the tsunami arrive at different coastal locations at different times and
with different strengths?
What is the best early warning system if the earthquake is nearby?
How does the shape of the land surface influence the spread and advance of the
tsunami?
How had one coastal city prepared in advance for a tsunami, given its history of
tsunamis in the past?
How high was the tsunami in this city? _______________________
Why did the tsunami breach the coastal defenses such as the 30 foot-high tsunami
walls?
What type of sensors indicated the drop of the land in this region?
What happened at the Fukushima power plant?
What happened to the building debris and displaced automobiles after the tsunami
stops advancing landward?
III. Part 2 (25 minutes-long) - http://youtu.be/oPSlOi05OzA
5. Tsunami Across the Pacific
What did the deep ocean sensors show about the tsunami?
What happened in Hawaii?
How did the early warning system work in Hawaii and why?
How important is the tsunami warning system if the earthquake is close by?
Why does the energy of a tsunami decrease as it travels across the Pacific Ocean?
How long after the earthquake did the tsunami take to reach California?
What happened to the height of the tsunami wave in some areas of California and
why?
How well did the warning system work in California?
6. Earthquake and Tsunami Damage Back in Japan
Back in Japan, how far did the effects of the tsunami reach inland and how did this
occur?
How much did the land sink in the coastal region?
How did the rising water reach even greater heights in some regions?
What was the tsunami composed of, once it reached the urban areas?
What is the importance of the Japan earthquake and tsunami for science, both now
and in the future?
What threat did aftershocks pose to already damaged communities?
What happened to the helicopter pad? Describe the features and how did they
form?
How are aftershocks triggered?
What happened at the Fukushima power plant?
7. What does 2011 earthquake imply for the seismic risk on other fault zones in the
region?
Where had scientists forecasted a major earthquake to occur and how might 2011
earthquake have affected the potential for this earthquake in the future?
What is Dr. Chris Goldfinger’s statement about the effect of the 2011 earthquake
on stress in the crust in this region?
What is the threat to Tokyo posed by this future earthquake?
When might this earthquake happen?
What is the recommendation of Dr. Costas Synolakis of the Univ. of Southern
California?
What is the recommendation of Dr. Simon Boxall, in terms of what science can
provide?
8. What does 2011 earthquake imply for the seismic and tsunami risk along California?
What does the Japan earthquake tell scientists about the potential for a similar
event in the Pacific Northwest of the U.S?
Explain.
What would happen if there was a great earthquake (M=9) along the Cascadia
subduction zone?
How does the preparation level in Japan compare to that along the western U.S.
coast and what does portend for the future?
What does the 2011 earthquake imply for the seismic and tsunami risk along
California?
Check Canvas for any required reading assignments for this expedition that are posted
online
Required Learning Group Discussion Assignment (7 points)
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After completing this expedition, go to your learning group discussion and then post
two multiple-choice questions, each with 5 potential answers (a, b, c, d, and e),
on the types of scientific studies, and acquired evidence and understanding, of
this earthquake and the subsequent tsunami and what it means for Japan and
all countries around the Pacific Rim, including the U.S. and Canada; do
not highlight the correct answers to your questions.
Scoring on required posting will be based on the clarity (ability to communicate in
writing) and quality (scientific insight) of the posted questions and the listings of
potential answers.
Ambiguous questions or answers, or error in writing quality, will receive point
deductions – be clear and precise.
Do not repeat a question posted previously by another student in your learning
group, which will consist of 7-8 other students.
Students will then provide feedback on the clarity and quality of the questions
posted by the student immediately above their own posting in their assigned
discussion and then answer the questions.
First student to post in a learning group receives an extra 48 hours, after deadline,
to answer the posting of the last student to post in the group by the deadline.
After your questions have been answered, provide the feedback on the accuracy of
the answers and review the work in your other learning group members to compile a
list of the top six questions covering the breadth of material in this expedition.